Westlake Boys High School
Level 2 Physical Education - Extension
Course Description
Teacher in Charge: Mr N. Elrick.
Level 2 Physical Education Extension
The second year of this extension program will continue to develop and foster excellence and look to extend the students ability of critical thinking and self-motivated learning and success.
As with the Year 11 PE Extension program, the students will be taught in an accelerated nature with the students completing NECA Level Two and Level Three Achievement Standards. A variety of assessment methods will also be incorporated within the course, to give the students a unique chance to present information through different mediums. The course will be split 50:50 in regard to theory and practical lessons, although only one standard is based on practical performance.
Course Overview
Term 1
The start of the year will look to establish a strong sense of belonging within this second-year class, and this will be promoted through self-management and self-motivated learning environments, such as ABL games, competitions and learning new skills. The aim for excellence this year will start with further development of their knowledge of human anatomy and physiology and how each student can apply this knowledge to their development of Badminton skills. This unit will consist of a 50:50 Theory to Practical split, as the development of skill learning is best done in a practical setting. The elementary knowledge learnt during Level One is built upon during this unit, so further depth/breadth and interrelationship within their report are required. This unit doubles up with a practical standard, where every student will be assessed for the practical display of their badminton skills.
Term 2
This term students will be introduced to a new perspective to being active and understanding how the body adapts to training through Methods and Principles of training. This will give the students an opportunity to use this knowledge to help them 'train to improve' at their own sport and aim for Excellence in their practical assessment. Each student will construct a 6 week training program that is aimed at improving their fitness components of their chosen sport. They will need to be self-motivated to keep to their training program to get the benefits from their strategic planning. Students will then evaluate their application of their methods/principles of training and their results of their program, justifying their strengths and weaknesses, and providing feedback on what they could do better for next time. Additionally, time management will be an essential key competency this term with examinations being an important focus for this cohort.
Term 3
As with Term 2, examinations and the additional ‘Winter Tournament Week’ will take time away from these students, so preparation for these students to counter this time out of class will be the focus for many of the student cohort. The unit for this term will be based on being a life-long physical activity participant and how they will overcome barriers that their future life my present to them. Although their futures are undetermined, they will look at the current societal trends/influences and how they affect different age groups (20 – 30’s, 30 – 40’s, 40 – 50’s 60+) and their ability to be physically active. This will provide the students a chance to look at the impacts of being physically active on health, the priorities/available time of certain age brackets, and how the body can change with age. During the last weeks of the term, students will be introduced to their final unit, which will introduce the idea of health promotion and working with an individual or group from their community that needs motivation to be physically active. Each student will work closely with their chosen participant(s) to develop an active plan the fits their lifestyle and movement patterns (i.e. elderly, youth, disabled participants will need special consideration) and then evaluate their health promotion cycle and how effective it was for their positive health related outcome. It is a good chance to engage with the wider community and promote the beneficial aspects of being physically active and living a healthy life.
Term 4
The students will continue their work on health promotion and present a report that evaluates the health promotion cycle they used during their report and how this has been effective with their chosen participants. Upon completion of their final unit, students will then shift their focus towards external examinations to complete their academic year off successfully.
Entry Criteria
Completion of 11PEDE or 11PEDA is required, or request an exemption to be considered if you have not done these courses.
Equipment/Stationery and Course Costs
This course makes significant use of digital learning material at various times during the year. It is advantageous for a student to have a laptop during these times. Some learning activities, including assessments, will not be able to be completed without a laptop.
Pathway
Credit Information
You will be assessed in this course through all or a selection of the standards listed below.
This course is eligible for NCEA Course Endorsement.
This course is approved for University Entrance.
External
NZQA Info
Physical Education 2.2 - Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills
NZQA Info
Physical Education 2.3 - Demonstrate understanding of the application of biophysical principles to training for physical activity
NZQA Info
Physical Education 2.4 - Perform a physical activity in an applied setting
NZQA Info
Physical Education 3.1 - Evaluate physical activity experiences to devise strategies for lifelong well-being
NZQA Info
Physical Education 3.6 - Evaluate the use of health promotion to influence participation in physical activity
Disclaimer
Course selection does not guarantee a course will be available or that you have approval to take a course. Final course confirmation is in January and depends on your final results and in rare cases, staff availability.
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